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LECTURERS’
PERCEPTION OF THE IMPACT OF E-LEARNING IN TEACHER EDUCATION
ABSTRACT
This
research investigated the lectures’ perception of the impact of e-learning in
teacher education. The instrument used for the research work was a
questionnaire. Two hundred and fifty five (255) lecturers were selected as the
sample of this study from six Higher Institutions Lagos State Polytechnic,
Redeemers’ University, Lagos State University, Federal College of Education
(Technical), University of Lagos. The faculties of Sciences and Education of
each institution were chosen as the sample of the study. Three (3) research
questions were formulated, and the data collected were analyzed using simple
percentages, Arithmetic mean and standard deviation statistical tool. The
results of the study revealed that majority of the lecturers are favorably
disposed to the use of e-learning in teacher education. Results also showed
that majority of the lecturers have less than five years involvement in
e-learning. Furthermore, the study says how they perceive the impact of
e-learning that some of the lecturers have negative attitude towards the use of
e-learning technology in education to the extent that they opined that
investing in e-learning is a waste of time. E-learning facility has a wide
acceptability among the lecturers but some do not use it possibly due to some
of the challenges they face. The challenges of implementation of the use of
e-learning in teacher’s education differ form one higher institution to the
other. Some of the challenges are: Access to hardware, Access to connectivity,
Access to Electricity. The greatest problem that seems to be common to the
lecturers of the institutions as regards use of e-leaning is access to
electricity. Lack of technical support and low connectivity are of less
importance among the factors affecting teachers’ use of e-learning facility.
Based on the findings, it was concluded and recommended among others that
pending when there will be stability in the country’s power supply, generating
sets should be available in the institutions and e-learning facilities should
be operated upon using the generating sets. Also, it was recommended that the
government, through the ministries of education, and science and technology and
other educational bodies should provide schools with the necessary technical
support and training that will enhance e-learning. Finally it was suggested
that further research be carried out on this study using samples from other
zones and use more of private universities. It is hoped that the findings,
conclusion, recommendation and suggestions would be relevant to researchers,
educators, undergraduates and the society at large.
CHAPTER ONE
1.1 BACKGROUND TO STUDY
Challenges
facing universities are leading many to implement institutional strategies to
incorporate e-learning rather than leaving its adoption to enthusiastic
individual. Although, there is growing understanding about the impact of
e-learning on the students’ experience, there is less understanding of
academics perceptions of e-learning.
There have
been many technological dawns in the last thirty (30) years, during which the
desktop computer and the internet have been developed; but there have been
similar dawns throughout the 20th century-film, radio, records, broadcast
television, video tape etc. each time enthusiasts have announced the
transformation or even the end of the school, college or university.
E-learning
course delivery is the beginning of a new wave of technological development in
higher education. Rapid advances in information technology and easy access to
the internet are re-shaping educational institutions by providing new learning
environments and new ways to teach. E –learning is innovative and capable of
improving the quality of education in the country. Online learning education
does for knowledge, what just-in-time delivery does for manufacturing. It
delivers the right tools and parts when you need them. However, developing
online learning is typically an intense process, which should take much of the
faculty time.
At present,
e-learning in Nigeria education is yet to have a strong-hold. Despite the
modest record of the growth in the world, Nigeria is still on the outskirts,
for reasons ranging from poor infrastructure, low level of education, poverty
and low internet awareness. (Aragba Akpore 2001).
To promote
the development of e-learning in the Nigeria teacher education, a lot need to
be done on the part of the learners and teachers especially. Two levels of
types of training can be introduced for teachers. These are an introduction to
the technology and preparation to operate and manage the hardware and the
training in the pedagogical use of the technologies.
Finally, it
has been realized that technology itself, on its own, does not improve learning
or teaching. The successful implementation of e-learning lies in the teachers’
attitudes and availability as instructors to serve each individual student as a
motivator, mentor and a caring communicator.
1.2 STATEMENT OF THE PROBLEM
The
successful implementation of e-learning and its incorporation within a new
pedagogy for education in Nigeria’s’ teacher education lies in the attitude and
readiness of teachers as instructors to incorporate the internet into their
teaching strategies. Teachers’ resistance to integrate e-learning into the
curriculum has been attributed to inadequate technical training and poor
perception. (Cuban 2001).
The world
has taken a giant step due to the entrance of e-learning and it is only a lazy
teacher who is archaic that will not develop him/herself on how to use
programmes like Microsoft word and browsing the internet for information. One
of the major barriers to e-learning in Nigeria as identified by “Hirschbill” is
the fear some staff felt when faced with stepping outside their comfort levels
and they are not willing to take risk.
According to
Muson, Poage, Corners and Evavold (1994) this fear was consistent with the
findings of a study of staff integration of technology into their teaching.
Following discussion with the participants the scholars described the fears.
“They
included fear of looking foolish, fear of asking for help, fear of not
“catching on” quickly enough and of not being able to be effective with the
technology in instructional settings”
It becomes
imperative to survey the teachers perception towards the opportunities and
challenges of e-learning materials.
1.3 PURPOSE OF THE STUDY
The main
purpose of this study is to:
1. Determine the level of teachers’
perception towards e-learning in teacher education in Nigerian Universities.
2. Identify how teachers perceive the
challenges of e-learning in teacher education in Nigerian Universities.
3. Identify how teachers perceive the
opportunities of e-learning in teacher education.
1.4 RESEARCH QUESTIONS
1. To what the extent do teachers
perceive the use of e-learning in teacher education?
2. How do teachers rate the challenges of
implementing the use of e-learning in teacher education?
3. What is the extent of the constraints
teachers’ face in the use of e-learning facilities in teacher education?
1.5
SIGNIFICANCE OF THE STUDY
This study
is worthwhile because:
1. It will enlighten the teachers,
especially those whose perception of e-learning is a minus, rather than a plus on
their teaching, on the opportunities and benefits inherent in e-learning.
2. It will enlighten the general public on
the need to embrace e-learning into our educational sector; parents will see
the need to provide their wards with the necessary instrument that will enhance
e-learning, the school authorities on the other hand will see the purchase of
e-learning technologies as an investment and not a loss.
3. E-learning is learner-centered. Therefore
its successful implementation will allow students to choose contents and tools
appropriate to their differing interests, needs and skills levels.
4. This study will also enlighten lecturers
on the various benefits of internet in education lecturers can share their
knowledge across borders without being physically present. They have the
opportunity of making information available internationally.
5. It will guide curriculum planners on how
to inculcate e-learning into teacher education in Nigeria.
1.6 SCOPE AND LIMITATION OF STUDY
This work
will be limited to the lecturers’ perception of the impact of e-learning in
teacher education in Nigeria.
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